Applicability of Motivational Interviewing for Chronic Disease Management in Primary Care Following a Web-Based E-Learning Course: Cross-Sectional Study

Abstract

Background Motivational interviewing (MI) is an established communication method for enhancing intrinsic motivation for changing health behavior. E-learning can reduce the cost and time involved in providing continuing education and can be easily integrated into individual working arrangements and the daily routines of medical professionals. Thus, a Web-based course was devised to familiarize health professionals with different levels of education and expertise with MI techniques for patients with chronic conditions. Objective The aim of this study was to report participants’ opinion on the practicality of MI (as learned in the course) in daily practice, stratified by the level of education. Methods Participants (N=607) of the MI Web-based training course evaluated the course over 18 months, using a self-administered questionnaire. The evaluation was analyzed descriptively and stratified for the level of education (medical students, physicians in specialist training [PSTs], and general practitioners [GPs]). Results Participants rated the applicability of the skills and knowledge gained by the course as positive (medical students: 94% [79/84] good; PSTs: 88.6% [109/123] excellent; and GPs: 51.3% [182/355] excellent). When asked whether they envisage the use of MI in the future, 79% (67/84) of the students stated to a certain extent, 88.6% (109/123) of the PSTs stated to a great extent, and 38.6% (137/355) of GPs stated to a great extent. Participants acknowledged an improvement of communication skills such as inviting (medical students: 85% [72/84]; PSTs: 90.2% [111/123]; GPs: 37.2% [132/355]) and encouraging (medical students: 81% [68/84]; PSTs: 45.5% [56/123]; GPs: 36.3% [129/355]) patients to talk about behavior change and conveying respect for patient’s choices (medical students: 72% [61/84]; PSTs: 50.0% [61/123]; GPs: 23.4% [83/355]). Conclusions Participants confirmed the practicality of MI. However, the extent to which the practicality of MI was acknowledged as well as its expected benefits depended on the individual’s level of education/expertise.

Depressive primary care patients’ assessment of received collaborative care

“…In our study, PACIC scores of patients of younger GPs were higher than the scores of patients of older GPs. We assume that younger GPs have not yet adopted a "professional role" and are therefore more likely to follow the guidelines of a study setting 21,22 and are more enthusiastic when implementing new skills in everyday practice 23 . Due to the increasing complexity of everyday medical life with new challenges such as telemedicine, the increased importance of dealing with patients at eye level in medical studies and the omnipresent time pressure, younger GPs in particular may place a greater focus on planned procedures and tight schedules-points of organisation that are partly queried by the PACIC.…”

Psychosoziale Risikofaktoren in einer personalisierten kardiologischen Prävention

“…So wie die somatischen Risikofaktoren eng mit psychologischen Faktoren verwoben sind, sind auch die präventivtherapeutischen Konsequenzen nicht ohne Psychokardiologie denkbar -dies gilt sowohl für die Planung (Stages of Change) als auch für die Durchführung von Interventionen (Psychoedukation, motivierende Gesprächs-Führung) [5,6].…”

Can motivational interviewing for dental settings be taught online? Results of an uncontrolled interventional trial

“…Thus, blended learning might be resource saving in some ways and previous studies already suggest that e-learning programmes might be suitable for the impartation of MI skills in medical education. [19][20][21] One study examined a blended learning programme in family medicine for sixth-semester human medical students showing a statistically significant increase of students' MI skills and the acceptance of the blended learning programme. 19 To the best of the authors knowledge, there is yet no evidence for the teaching of MI knowledge through e-learning programmes in dentistry.…”

“…On the other hand, workshops are dependent on several resources, such as time, locations, finances and adequate personnel, which are often critical in the compressed dental curriculum and university setting. Thus, blended learning might be resource saving in some ways and previous studies already suggest that e‐learning programmes might be suitable for the impartation of MI skills in medical education 19‐21 . One study examined a blended learning programme in family medicine for sixth‐semester human medical students showing a statistically significant increase of students’ MI skills and the acceptance of the blended learning programme 19 .…”